1. 6 th February 2009 1 How can/should quality assurance feature in the design of discipline- specific learning outcomes? Dr. Norma Ryan Director, Quality Promotion Unit University College Cork Irish Bologna Expert

2. 6 th February 2009 2 HEA Bologna Expert Workshop, Dublin Quality Assurance  Quality assurance (QA) refers to planned and systematic production processes that provide confidence in a product's suitability for its intended purpose. It is a set of activities intended to ensure that products (goods and/or services) satisfy customer requirements in a systematic, reliable fashion. QA cannot absolutely guarantee the production of quality products, unfortunately, but makes this more likely. http://en.wikipedia.org/wiki/Quality_assurance

3. 6 th February 2009 3 HEA Bologna Expert Workshop, Dublin Principles of QA  Two key principles characterise QA: –"fit for purpose" (the product should be suitable for the intended purpose); and –"right first time" (mistakes should be eliminated).  QA includes regulation of the quality of raw materials, assemblies, products and components; services related to production; and management, production and inspection processes.quality

4. 6 th February 2009 4 HEA Bologna Expert Workshop, Dublin Quality and Stakeholders  It is important to realise also that quality is determined by the intended users, clients or customers, not by society in general: it is not the same as 'expensive' or 'high quality'.

5. 6 th February 2009 5 HEA Bologna Expert Workshop, Dublin Quality Control vs QA  Whereas Quality Control (QC) emphasises testing and blocking the release of defective products, quality assurance is about improving and stabilising production and associated processes to avoid or at least minimise issues that led to the defects in the first place.  However, QA does not necessarily eliminate the need for QC: some product parameters are so critical that testing is still necessary just in case QA fails

6. 6 th February 2009 6 HEA Bologna Expert Workshop, Dublin Bologna Process  European Standards and Guidelines (ESG) –Standards and Guidelines for Quality Assurance in the European Higher Education Area –Adopted in Bergen 2005

7. 6 th February 2009 7 HEA Bologna Expert Workshop, Dublin 1. Policy and Procedures for Quality Assurance Standard:  Institutions should have a policy and associated procedures for the assurance of the quality and standards of their programmes and awards.  They should also commit themselves explicitly to the development of a culture which recognises the importance of quality, and quality assurance, in their work.

8. 6 th February 2009 8 HEA Bologna Expert Workshop, Dublin  To achieve this, institutions should develop and implement a strategy for the continuous enhancement of quality.  The strategy, policy and procedures should have a formal status and be publicly available.  They should also include a role for students and other stakeholders.

9. 6 th February 2009 9 HEA Bologna Expert Workshop, Dublin 1. Policy and Procedures for Quality Assurance  Guidelines Policy statement contains the statements of intentions and the principal means by which these will be achieved. - expected to include: –the relationship between teaching and research in the institution; –the institution’s strategy for quality and standards; –the organisation of the quality assurance system; –the responsibilities of departments, schools, faculties /units and individuals; –the involvement of students; –the ways in which the policy is implemented, monitored and revised.

10. 6 th February 2009 10 HEA Bologna Expert Workshop, Dublin  The realisation of the EHEA depends crucially on a commitment at all levels of an institution to ensuring that –its programmes have clear and explicit intended outcomes; –staff are ready, willing and able to provide teaching and learner support; –That there is full, timely and tangible recognition of the contribution to its work by staff who demonstrate excellence, expertise and dedication.

11. 6 th February 2009 11 HEA Bologna Expert Workshop, Dublin 2. Approval, Monitoring and Periodic Review of Programmes and Awards  Standard  Institutions should have formal mechanisms for the approval, periodic review and monitoring of their programmes and awards

12. 6 th February 2009 12 HEA Bologna Expert Workshop, Dublin 2. Guidelines  QA of programmes and awards expected to include: –development and publication of explicit intended learning outcomes; –careful attention to curriculum and programme design and content; –specific needs of different modes of delivery; –availability of appropriate learning resources; –formal programme approval procedures by a body other than that teaching;

13. 6 th February 2009 13 HEA Bologna Expert Workshop, Dublin  monitoring of the progress and achievements of students;  regular periodic reviews of programmes (including external panel members);  regular feedback from employers, labour market representatives and other relevant organisations;  participation of students in quality assurance activities.

14. 6 th February 2009 14 HEA Bologna Expert Workshop, Dublin 3. Assessment of students  Standard  Students should be assessed using published criteria, regulations and procedures which are applied consistently.

15. 6 th February 2009 15 HEA Bologna Expert Workshop, Dublin 3. Assessment of students Guidelines Student assessment procedures are expected to:  be designed to measure the achievement of the intended learning outcomes;  be appropriate for their purpose, whether diagnostic, formative or summative;  have clear and published criteria for marking;  be undertaken by people who understand the role of assessment;  where possible, not rely on the judgements of single examiners;

16. 6 th February 2009 16 HEA Bologna Expert Workshop, Dublin  take account of all the possible consequences of examination regulations;  clear regulations covering student absence, illness / other mitigating circumstances;  assessments conducted securely in accordance with stated procedures;  subject to administrative verification checks to ensure accuracy  students should be clearly informed about assessment strategy, what assessment methods they will be subject to, what is expected of them, and the criteria applied to the assessment.

17. 6 th February 2009 17 HEA Bologna Expert Workshop, Dublin 4. Quality assurance of teaching staff  Standard Institutions should have ways of satisfying themselves that staff involved with the teaching of students are qualified and competent to do so. They should be available to those undertaking external reviews, and commented upon in reports.

18. 6 th February 2009 18 HEA Bologna Expert Workshop, Dublin 4. Quality assurance of teaching staff  Guidelines  Teachers have –Full knowledge and understanding of subjects taught –Necessary skills and experience to transmit their knowledge and understanding effectively in a range of teaching contexts, –Access to feedback on their own performance.

19. 6 th February 2009 19 HEA Bologna Expert Workshop, Dublin  Institutions should ensure –Recruitment procedures ensure minimum necessary level of competence. –Teaching staff given opportunities to develop their teaching capacity –Teaching staff encouraged to value their skills. –Poor teachers given opportunities to improve skills to acceptable level –Means to remove them from teaching if demonstrably ineffective.

20. 6 th February 2009 20 HEA Bologna Expert Workshop, Dublin 5. Learning Resources and Student Support  Standard Institutions should ensure that the resources available for the support of student learning are adequate and appropriate for each programme offered.

21. 6 th February 2009 21 HEA Bologna Expert Workshop, Dublin 5. Learning Resources and Student Support Guidelines  Additional to teachers, students rely on other resources to assist learning. physical resources such as libraries or computing facilities to human support in the form of tutors, counsellors, and other advisers.  Learning resources and other support mechanisms should be –readily accessible to students, –designed with their needs in mind and –responsive to feedback from users.  Institutions should routinely monitor, review and improve the effectiveness of the support services available to their students.

22. 6 th February 2009 22 HEA Bologna Expert Workshop, Dublin 6. Information systems  Standard Institutions should ensure that they collect, analyse and use relevant information for the effective management of their programmes of study and other activities.

23. 6 th February 2009 23 HEA Bologna Expert Workshop, Dublin 6. Information systems Guidelines It is important that institutions have the means of collecting and analysing information about their own activities to know what is working well, what needs attention, or the results of innovatory practices. The quality-related information systems required by individual institutions will depend to some extent on local circumstances, but it is at least expected to cover:

24. 6 th February 2009 24 HEA Bologna Expert Workshop, Dublin  student progression and success rates;  employability of graduates;  students’ satisfaction with their programmes;  effectiveness of teachers;  profile of the student population;  learning resources available and their costs;  the institution’s own key performance indicators.

25. 6 th February 2009 25 HEA Bologna Expert Workshop, Dublin 6. Information systems - Guidelines There is also value in institutions comparing themselves with other similar organisations within the EHEA and beyond. This allows them to extend the range of their self-knowledge and to access possible ways of improving their own performance.

26. 6 th February 2009 26 HEA Bologna Expert Workshop, Dublin 7. Public information Standard Institutions should regularly publish up to date, impartial and objective information, both quantitative and qualitative, about the programmes and awards they are Offering.

27. 6 th February 2009 27 HEA Bologna Expert Workshop, Dublin 7. Public information – Guidelines  HEI’s have public responsibility to provide information re programmes : –the intended learning outcomes of these, –the qualifications they award, –the teaching, learning and assessment procedures used, and –the learning opportunities available to their students.  Published information might also include –views and employment destinations of past students and –the profile of the current student population.

28. 6 th February 2009 28 HEA Bologna Expert Workshop, Dublin  This information should be accurate, impartial, objective and readily accessible and should not be used simply as a marketing opportunity.  The institution should verify that it meets its own expectations in respect of impartiality and objectivity.

29. 6 th February 2009 29 HEA Bologna Expert Workshop, Dublin Key Question:  How does one apply all these standards to the issue of implementing a learning outcomes approach?  Have you satisfied yourself and the students on the transparency and clarity of the information and its application to the teaching and learning and assessment processes?

30. 6 th February 2009 30 HEA Bologna Expert Workshop, Dublin Web Resources  http://ec.europa.eu/education/programmes/socrate s/ects/index_en.htm  www.eua.be  www.hea.ie  www.bologna.ie  www.nqai.ie  http://www.bologna-bergen2005.no/  http://www.cepes.ro/information_services/sources/ on_line/lisbon.htm

31. 6 th February 2009 31 HEA Bologna Expert Workshop, Dublin  www.ucc.ie  www.ucc.ie/quality

32. 6 th February 2009 32 HEA Bologna Expert Workshop, Dublin Thank you